Language learning in Down syndrome: the speech and language profile compared to adolescents with cognitive impairment of unknown origin.
Language learning in Down syndrome: the speech and language profile compared to adolescents with cognitive impairment of unknown origin.
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DOI：
10.3104/reports.306
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发表时间：
2006-07-01
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影响因子：
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通讯作者：
Chapman, Robin S
中科院分区：
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作者：
Chapman, Robin S
唐氏综合症的儿童和青少年表现出一种典型的言语和语言特征(Chapman&Hesketh，2000；Chapman，2003；Abbeduto&Chapman，2005)，不同于与非语言心理年龄匹配的典型发育儿童，包括与理解相关的表达语言缺陷，这对句法来说是最严重的，并且在青春期，理解词汇方面的优势，表达句法的改善，但句法理解的丧失(Chapman，Hesketh&Kistler，2002)。我们将20名唐氏综合症青少年与16名不明原因认知障碍的青少年进行了比较，在年龄和非言语心理年龄方面进行了统计匹配，结果表明，与年龄相关的词汇理解能力并不局限于唐氏综合症表型，而是局限于某种类型的词汇测试：对于两组来说，皮博迪图片词汇测试-3的表现都显著高于语言听觉理解测试-3的词汇测试，后者与句法理解测试没有什么不同。对于认知障碍的青少年来说，词汇量是一种优势，而不是概念层面。相比之下，在听觉-言语工作记忆、句法和词汇理解方面的缺陷，以及在没有机会预览图画书的情况下对图画书的叙述，都是唐氏综合症青少年群体特有的。当给予预览机会和图片支持时，表现力语言缺陷就消失了。
Children and adolescents with Down syndrome show an emerging profile of speech and language characteristics that is typical of the syndrome (Chapman & Hesketh, 2000; Chapman, 2003; Abbeduto & Chapman, 2005) and different from typically developing children matched for nonverbal mental age, including expressive language deficits relative to comprehension that are most severe for syntax, and, in adolescence, strengths in comprehension vocabulary, improvements in expressive syntax, but losses in comprehension of syntax (Chapman, Hesketh & Kistler, 2002). Here we compare 20 adolescents with Down syndrome to 16 individuals with cognitive impairment of unknown origin, statistically matched for age and nonverbal mental age, to show that the age-related strengths in vocabulary comprehension are not limited to the Down syndrome phenotype, but are limited to a certain type of vocabulary test: for both groups, performance on the Peabody Picture Vocabulary Test-3 is significantly greater than performance on the vocabulary subtest of the Test of Auditory Comprehension of Language-3, which does not differ from the syntax comprehension subtests. Vocabulary size, but not conceptual level, is a strength for adolescents with cognitive impairment. In contrast, deficits in auditory-verbal working memory, syntax and vocabulary comprehension, and narration of picture-books without an opportunity to preview them are all specific to the adolescent group with Down syndrome. The expressive language deficit disappears when a preview opportunity and picture support is given.